NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
Self-regulated learners use explicit strategies and skills to engage in their learning – they learn how to learn. Teachers and school professionals, who create a culture of student self-regulation in the classroom and school environment, encourage students to learn how to control their feelings, behaviors, and what they think about when they are learning. This course will motivate and encourage you to implement self-regulation strategies in your classroom. It will enable you to begin talking with your students about how they think about their learning.
This course is appropriate for teachers K-12, school counselors, school psychologists, and administrators.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
Required text: Self-Regulation in the Classroom: Helping Students Learn how to Learn, Dr. Richard Cash
All other reading is online.
None. All reading is online.
Required text $33 on Amazon
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: GROUP FORUM: Becoming a Lifelong Learner
What does it mean to be a lifelong learner? We know there are many types of learners; discover how Dr. Richard Cash identifies learners and which one you might be, in order to assist you in preparing for your classroom of learners.
Before beginning the assigned text, fill out the form Student Learning Survey:
Write a 500+ introduction of yourself: include the goals you hope to achieve by taking this course, what age group/grade you are focused on, and what type of Learner you may be based on the survey. Discuss what you learned about yourself from the learner assessment.
Assignment #2: GROUP FORUM: Supporting Self-Regulation in the Classroom
What is Self-Regulation, and why is it important in our classrooms?
Read the Introduction in the required text and watch the following two TEDx Talks to enhance your understanding on the subject of self-regulation:
In Jump, wiggle, learn? Self-Regulation, the presenters share their experiences setting up classrooms using theories and approaches for self-regulation.
Using information from the text and the videos, write a 500+ word response answering the following questions:
Assignment #3: GROUP FORUM: Avoiding Distractions, Staying Focused and Developing a Sense of Autonom
The skills learned through developing self-regulation strategies will be life-long. Students today need new ways to stay focused and avoid distractions! Read Chapters 1 & 2 in the text and continue to explore the topic in the following fun video:
Sunny Verma, education expert and founder of TutorBright, discusses why kids today are distracted and gives tips for parents to help improve their child’s focus on homework.
Assignment #4: GROUP FORUM: Igniting Interest and Building Confidence
What sparks interest in your classroom? Whether your students are 6 or 16, building and maintaining interest in your subject matter is crucial. Read Chapters 3 & 4 in the text and then study the following article about making math fun. Be sure to watch the embedded short video with Australian mathematics teacher Eddie Woo, on sparking interest in mathematics:
Assignment #5: GROUP FORUM: Metacognition
How does the brain learn new information? How do we get unstuck when we hit a wall in our learning? When our students are solving new problems, even though those problems may have been solved many times before by others, it is a new and creative time for them. Continue expanding your knowledge of how we train our brain to learn new information, expand current ideas, give focused attention when needed, and take breaks to refocus.
Read Chapters 5 & 6 in the text and watch the following short video to increase what you know about metacognition; listen to what these teachers are doing to teach their learners how to think about thinking – you are likely already incorporating many of these strategies!
Choose one of the following activities to do with at least 3 students (or your whole class):
Assignment #6: GROUP FORUM: Maintaining Focus, Time Management and Homework!
Read Chapters 7 & 8 in the text. Watch the following short video on time management and how computers can both help and hinder us in managing time effectively:
Enhance your understanding of ways to provide opportunities for students to regulate their social and emotional behavior by reading the following text:
Assignment #7: GROUP FORUM: Reflecting, Processing and Setting Goals for Implementation of SRL
Modeling self-regulation is necessary when implementing SRL strategies in the classroom. Read Chapters 9 & 10 in the text and observe how 2nd-grade teacher Lindsey Minder from Boston, MA models self-regulation and voices her feelings to her students:
Assignment #8: GROUP FORUM: Putting it all Together
Gain a deeper understanding of how to teach self-regulation in your classroom through the following three articles:
Nina Parrish is a special education middle school teacher. She provides insight and solutions for making learning accessible for students who arrive in our classrooms with developmental delays or emotional challenges:
This blog post offers several easy-to-implement ideas, books, and activities that encourage self-regulation:
Primary school teacher, Elyse Rycroft, offers primary educators fun and engaging activities for supporting self-regulation in the classroom:
Assignment #9: GROUP FORUM: Explore the relationship between self-regulation and self-directed learn
Does self-regulated learning lead to self-directed learners? Through the development of self-regulation strategies in the classroom, are we creating intrinsically motivated students? Review the following video from the “Thinkering Studio” at Birmingham Covington School and observe their approach to creating self-directed, intrinsically-motivated learners. As you watch the video, consider how these theories relate to what you have learned about self-regulation:
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #10: Create a daily lessons plan for implementing SRL into the classroom
At this point, you’ve already implemented several strategies of SRL into your classroom or with your students and have experienced many of the available resources in the text. You’ve also utilized the Student Assessment Questionnaire through one activity/subject area. Now it’s time to create a full daily plan utilizing the strategies and resources available to you in the text and the included articles and videos.
Complete one of the following options:
Use this option if you do not have a classroom available.
(The following is encouraged but not required):
Share what you’ve learned with other teachers taking our courses by also contributing your Lesson to The Heritage Institute Lesson Library located at https://www.hol.edu/lesson-plan-library
Assignment #11: Building Study Habits & Redesigning Homework
Review your "home study" practices with regard to your classroom or classrooms you have known in the past. Re-read Chapter 8 in the text, if needed, and refer to the Home Study Checklist. What types of exercises do you tend to assign (practice, preparation, integration)? Does your school have a requirement for sending work home on a daily basis? A weekly basis? How do you communicate with parents regarding the self-regulation you are doing in the classroom and how parents can continue to support their self-regulated learners at home? If you do not currently have a classroom, use a class and school with which you are familiar.
Download the following handouts from the text: Tips for Parents and 10 Important Study Habits:
Develop a letter to be sent home to parents that discusses what changes you have made/are making in the classroom (or in your theoretical class) with the implementation of SRL strategies. Include the new vocabulary you are employing and ways in which parents can support and encourage these new strategies. Consider one change you can make (1) in the way you send work home, or (2) how you talk about work being sent home, and describe this change in your letter. Also, consider adding relaxation ideas that kids can do at home. Remember to include in your letter that you encourage students to take mini-breaks, as parents may see these breaks as distractions. Decide if you will also include either or both of the handouts, or adapt one that suits your needs.
Write a 450-500 word reflection on the practice of homework/home study, answering the above questions. Submit to your instructor the reflection and the letter to parents. Consider also sending the letter to your classroom parents.
Assignment #12: (500 Level ONLY)
In addition to the 400 level assignments, complete two (2) of the following assignment options:
Consider the following quote in the text from Dr. Richard Cash (2016), "Today's children live in an increasingly differentiated world where new ideas and discoveries are far more important than the repetitions of the past." (Chapter 8). Discover at least 3 articles, blogs or videos supporting Dr. Cash's statement. Consider the cultural factors of why this may be true and the implications of de-socialization due to social media. In 500+ words, summarize your findings.
Based on what you've learned, consider how the theories and strategies from this course might prove effective for children with special needs and/or gifted and talented children. How might the strategies need to be adapted? Speak with at least 2 special educators and/or educational psychologists and discuss what you have learned in this course. Design at least 3 activities and/or subject area lesson plans that highlight alternative strategies for implementing SRL with students with special needs. You may choose to study the broad spectrum of special needs or focus on one area of concern, such as students with ASD.
Explore the relationship between intrinsic vs. extrinsic motivation and self-regulated learning. Is one more important than the other when developing self-regulation? How does interest in a subject change behavior and mood? Prepare a PowerPoint or video presentation that demonstrates your findings. The presentation must be at least 20 slides for a PowerPoint or 3-5 minutes for a video. Include graphics, pictures, video clips. Make it interesting. Be sure to request written permission from parents and school administration if using photos or video of students and staff. Reference and include at least 5 articles, videos and/or websites that discuss the effects of motivation on self-regulated learning and attach a bibliography.
C. INTEGRATION PAPER
Assignment #13: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Jennifer Anders, M.Ed., currently lives overseas with her family, as members of the Foreign Service. Over the past 12 years, Jennifer and her family have lived in Germany, Thailand and Washington, DC. Their next assignment is to Seoul, South Korea.
Jennifer earned her M. Ed. in Early Childhood Special Education at the University of Washington, Seattle, with a focus on young children with ASD. She studied under Dr. Ilene Schwartz, at the Haring Center for Applied Research and Training in Education (formerly the Experimental Education Unit). In 2004, Jennifer traveled with Dr. Schwartz and a team of educators to China, collaborating with Chinese educators on Best Practices for children with Autism. Jennifer has training in Positive Behavior Support, Applied Behavior Analysis, the Picture Exchange Communication System and Early Intervention with infants and toddlers. Jennifer received her teaching certification in Washington State in 1995 and is endorsed for P-3 Early Childhood Special Education, K-12 Special Education, and 4-12 English. She received her B.A. at the University of Washington in English and Creative Writing.
Prior to moving overseas, Jennifer worked as a Developmental Preschool Teacher in WA State Public Schools for 3 years before transitioning to the Birth to Three Developmental Center where she worked for 7 years as the Education Coordinator, conducting assessments and writing programs as well as working with local Head Start programs to identify children with special needs. Jennifer helped to build the Autism Program at Birth to Three, training staff and providing 1:1 education and behavioral support for toddlers with ASD. Jennifer also volunteered with the Infant and Early Childhood Conference for 9 years and helped to lead numerous presentations and trainings.
In Washington, DC, Jennifer worked as a Registered Behavior Technician with toddlers with ASD. While overseas, Jennifer has worked as a substitute teacher in the Frankfurt International School, as a volunteer special education coach at the St. Andrews Samakee school in Thailand, and as a private tutor. She studies to learn the language of her host country and became a certified scuba diver while living in Thailand.
TEACH KIDS TO CONTROL THEMSELVES: The ABC’s of Self-Regulation
Cash, R. M. (2016). Self-regulation in the classroom: helping students learn how to learn. Minneapolis, MN: Free Spirit Publishing. ISBN: 978-1631980329.
Charlton, C. & DeLazzer, H. [TEDxWestVancouverED]. (2014, November 14). Jump, wiggle, learn? Self-Regulation [Video File]. Retrieved from https://www.youtube.com/watch?v=NSQepSNH-lQ
Ashton, H. [TEDxYouth@LBIS]. (2017, December 20). Motivation, self-regulation and learning how to learn [Video File]. Retrieved from https://www.youtube.com/watch?v=A64J2eEZ4Os
Newman, P. (ND). Self Regulation Strategies to Improve Student Classroom Behavior. Retrieved from https://www.kickboardforschools.com/blog/post/self-regulation-strategies-to-improve-student-classroom-behavior.
Parrish, N. (2018, August 22). How to Teach Self-Regulation: To succeed in school, students need to be able to focus, control their emotions, and adjust to change. Retrieved from https://www.edutopia.org/article/how-teach-self-regulation
National Center for Families Learning. (2018, December 17). Promoting Self-Regulation in the Classroom [Blog post]. Retrieved from https://www.familieslearning.org/blog/promoting-self-regulation-in-the-classroom
Rycroft, E. (ND). Teaching Self-Regulation in the Classroom [Blog post]. Retrieved from https://proudtobeprimary.com/self-regulation- skills/
Tutor Bright Tutoring. [Breakfast Television]. (2018, June 14). Tips on helping students stay focused and avoiding distractions when doing homework or studying [Video File]. Retrieved from https://www.youtube.com/watch?v=e7n_EvIhJN0
Christian, B. [TED-Ed]. (2018, January 2). How to manage your time more effectively (according to machines) [Video File]. Retrieved from https://www.youtube.com/watch?v=iDbdXTMnOmE
Virginia Beach City Public Schools. [VBSchools]. (2017, July 14). Teach: Student Goal-Setting and Reflection [Video File]. Retrieved from https://www.youtube.com/watch?v=yiFWPd1PJZc
Edutopia. (2019, January 14). Teaching Self-Regulation by Modeling [Video File]. Retrieved from https://www.youtube.com/watch?v=UD9m5n-ZpB0&t=120s
Study International Staff. (2019, February 20). Creative ways to make math fun for K12 learners. Retrieved from https://www.studyinternational.com/news/creative-ways-to-make-math-fun-for-k12-learners/
The Learning Agency. (2019, October 9). Metacognition | Thinking About Thinking | Science of Learning Series [Video File]. Retrieved from https://www.youtube.com/watch?v=oqrDDtJej4I
Edutopia. (2017, April 6). Interest-Based Learning: Thinkering Studio: Supporting Self-Directed Learning [Video File]. Retrieved from https://www.edutopia.org/video/thinkering-studio-supporting-self-directed-learning
Additional Resources for Further Study:
Ackerman, C.E. (2019, November 21). What is Self-Regulation? (+95 Skills and Strategies). Retrieved from https://positivepsychology.com/self-regulation/
Shanker, S. (2012) Calm, Alert and Learning: Classroom Strategies for Self-Regulation. North York, ON: Pearson Education Canada ISBN: 978-0132927130
Terrant, P. & Holt, D. (2016). Metacognition in the Primary Classroom 1st Edition: A practical guide to helping children understand how they learn best. New York, NY: Routledge. ISBN: 978-1138842366
Wilson, D. & Conyers, M. (2016). Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas. Alexandria, VA: Association for Supervision & Curriculum Development. ISBN: 978-1416622116
White, M.C. & DiBenedetto, M.K. (2015). Self-Regulation and the Common Core: Application to ELA Standards, 1st Edition. New York, NY: Routledge. ISBN: 978-0415714204
curriculum and standards.
Zimmerman, B.J. & Schunk, D.H., (Eds.). (2001) Self-Regulated Learning and Academic Achievement 2nd Edition. New York, NY: Routledge. ISBN-13: 978-0805835618